fun with numbers - starfall education · 100 unit 3 unit 3 summary time frame: 10 days the children...

UNIT

Starfall Education Foundation P.O. Box 359, Boulder, CO 80306

Fun with Numbers

3UNIT

UNIT 396

Starfall Education Foundation P.O. Box 359, Boulder, CO 80306 U.S.A.

Email: [email protected] Phone: 1-888-857-8990 or 303-417-6414 Fax: 1-800-943-6666 or 303-417-6434

UNIT 3 97

Unit 3 • Overview Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit 3 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Standards & Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Week 5 Summary & Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

One-to-One Correspondence and the Number Nine . . . . . . . . . 109

The Number Zero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

The Number Ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Pattern Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Week 6 Summary & Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Sorting by Attribute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Fun with Numbers

13UNIT

UNIT 398

Frequently Asked Questions

Why does Starfall Math include

Learning Centers only one day a

week?

Kindergarten teachers spend nearly twice as much

instructional time on reading compared with

mathematics. This pattern continues in the typical

school through at least fourth grade. The average

math time allotment is between 45 and 60 minutes

per day. Scheduling three or four learning centers

per day, and allowing a minimum of ten minutes

per center, results in 40 minutes for a class of 20

children or less not including transitional time, set

up, and clean up. This leaves only ten minutes for

group instruction and/or partner learning each day.

Starfall’s remedy is to schedule four days of

group and partner learning, including formative

assessment activities, and to devote the fi fth day

to practicing skills learned each week, thereby

providing enough time for the children to engage

in their center activities while also providing the

teacher with an opportunity to conduct formal

summative assessments.

What does a Learning Center

rotation entail?

The Learning Centers are designed to review

and practice skills taught in the previous four

daily sessions. They include two activities or

games, a Teacher’s Choice activity or game, a

computer assignment from Starfall.com, and a

teacher-directed activity that is combined with

a summative assessment. The children rotate

approximately every twelve to fi fteen minutes.

The Summative Assessment Center provides an

opportunity to not only assess the children, but

also to ask questions and determine on which

developmental level each child is functioning

for that particular skill. Checklists are provided to

record results, observations, and anecdotal notes.

What kind of partner learning takes

place during instructional time?

Instructional time begins with a whole group

presentation. The children practice the concepts

introduced and/or reviewed through activities

using their Starfall Math Bags (which contain math

manipulatives), whiteboards, and/or other hands-

on math materials. The children often partner using

a cooperative learning technique outlined in the

lesson plans. Daily instructional time also includes

formative assessments. Formative assessments

are the key to creating the learning environment

needed to meet individual children’s needs and

improve learning outcomes. During this formative

assessment teachers observe children and ask

open-ended questions, such as “Why?” or “How

did you know?” questions. This information then

informs any remediation that might need to take

place either as a group or for individuals.

UNIT 3 99

Unit 3 Research

Research supports the importance of incorporating

learning centers into the curriculum for successful

mathematics achievement.(1) Integrating math into

other parts of the day, especially during learning

center time, makes math meaningful and provides

opportunities for children to practice what they

have learned in a purposeful manner. When

teachers coordinate their current math objectives

with activities in the classroom, children reinforce

their skills.(2) For instance, math games for learning

centers in the Starfall classroom have been created

to match current math objectives. These games

build on children’s math knowledge, provide a

reason for learning skills and concepts, and supply

repeated practice that is fun. Math games were

found to have a positive infl uence on young

children and their learning. A group of studies

found that children who played number-based

board games performed better in the domain of

basic number concepts than those who played

other types of board games or no board games.(3)

Math learning centers give children and teachers

an opportunity to discuss strategies and ideas

and generate excitement. The arrangement of

construction materials (connect cubes, dice,

dominoes, tiles, play dough, etc.) in learning

centers encourages children to match and sort

by color, shape, size, and other features, to count,

and to practice one-to-one correspondence.

They identify and reproduce shapes and patterns,

form arrays, compose and decompose numbers,

measure, estimate, and much more.

Active, appropriate use of computers in

kindergarten supports and extends traditional

learning materials.(4) The use of Starfall.com in the

classroom computer centers is one of the tools

children use to acquire knowledge and skills

and solve math problems in interactive, open-

ended learning activities. For example, research

supports the use of computers to allow children to

manipulate shapes with greater dexterity than they

can manage by hand and to promote problem-

solving.(5)

(1) National Research Council (2009). Mathematics Learning in Early

Childhood: Paths toward Excellence and Equity. Washington, DC: National

Academies Press.

(2) Curtis, R., Okamoto, Y. & Weckbacher, L. M. (2009). Preschoolers’ use

of count information to judge relative quantity. Early Childhood Research

Quarterly, 24 (3), 325-336.

(3) Siegler, R.S., and Ramani, G. B. (2008). “Playing Linear Numerical Board

Games promotes Low-income Children’s Numerical Development,”

Developmental Science, 11:5, pp 655-661.

(4) National Association for the Education of Young Children and Fred

Rogers Center for Early Learning and Children’s Media (2012). Technology

and interactive media as tools in early childhood programs serving children

from birth through age 8: A joint position statement.

(5) Clements, D. H. (2002). Computers in early childhood mathematics.

Contemporary Issues in Early Childhood, 3(2), 160–181.

UNIT 3100

Unit 3 SummaryTime Frame: 10 days

The children will become more familiar with one-to-one correspondence and learn to measure

using nonstandard measurement tools. They will be introduced to polygons and sorting by attributes.

They will also learn about ordinal numbers and their uses, and continue to develop graph interpretation

skills through use of the daily Calendar Routine.

Unit 3 focuses on counting, measurement, shapes, sorting, and the numerals 0, 9, and 10 and

what they represent.

Essential Questions(K.CC.A.3) How can we use a numeral to show

how many objects there are?

(K.MD.A.2) How can we use measurement to

describe and compare objects?

(K.MD.B.3) Why is it important to know how to

sort objects?

(K.G.A.1) How are shapes important and how are

they used in our environment?

(Starfall.CC.5) What would happen if we didn’t

have ordinal numbers?

Enduring UnderstandingsGeometry helps us describe, represent, and make

sense of our environment.

Shapes are everywhere. All objects have shapes

with specifi c names.

Patterns can be extended.

All shapes with three (or more) straight lines that

connect to each other are polygons.

When you measure you begin at a base line and

fi nish measuring at the end of the object.

Numbers have order and help organize our world.

Objects can be sorted by similarities.

Vocabulary The children will be introduced to these vocabulary words. Mastery is not expected at this time.

AABB Patterns

Attribute

Baseline

Fifth

First

Fourth

Height

Horizontally

Mathematician

Measurement

Ordinal Numbers

Polygon

Second

Shorter

Taller

Third

Trapezoid

Vertically

UNIT 3 101

Recommended Literature Albert the Muffi n-Maker: Ordinal Numbers by Eleanor May

Beep Beep, Vroom Vroom! by Stuart J. Murphy

Henry the Fourth by Stuart J. Murphy

Measuring Penny by Loreen Leedy

Millions to Measure by David M. Schwartz

The Best Bug Parade by Stuart J. Murphy

UNIT 3102

Standards & BenchmarksProgress on the following standards and benchmarks will be made through the course of this unit.

For your convenience, applicable learning outcomes are listed alongside each lesson in summary form.

Starfall StandardsCounting & Cardinality

CC.1 Identify numerals out of sequence.

CC.2 Supply missing number in a sequence.

CC.3 Count backward from a given number.

CC.5 Identify ordinal numbers.

Operations & Algebraic Thinking

OA.1 Identify, describe, or extend simple patterns.

Measurement & Data

MD.2 Use and interpret graphs.

Common Core StandardsCounting & Cardinality Inline Summary Form

A.1 Count to 100 by ones and by tens. Count to 100 by

ones and by tens.

A.2 Count forward beginning from a given number within the known sequence (instead of

having to begin at 1).

Count forward from

a given number.

A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20

(with 0 representing a count of no objects).

Write numbers

from 0 to 20.

B.4 Understand the relationship between numbers and quantities;

connect counting to cardinality.

Understand the

relationship between

numbers and quantities.

B.4a When counting objects, say the number names in the standard order, pairing each object with

one and only one number name and each number name with one and only one object.

Say number names in

order, pairing each object

with one number.

B.4b Understand that the last number name said tells the number of objects counted.

The number of objects is the same regardless of their arrangement or the order in which

they were counted.

The last number

counted tells the total

number of objects.

B.4c Understand that each successive number name refers to a quantity that

is one larger.

Each successive number

refers to one more.

C.6 Identify whether the number of objects in one group is greater than, less than, or equal to

the number of objects in another group, e.g., by using matching and counting strategies.

Identify greater than,

less than, and equal to.

Operations & Algebraic Thinking Inline Summary Form

A.1 Represent addition and subtraction with objects, fi ngers, mental images, drawings, sounds

(e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Represent addition

and subtraction in

a variety of ways.

A.2 Solve addition and subtraction word problems, and add and subtract within 10,

e.g., by using objects or drawings to represent the problem.

Solve word problems

with addition and

subtraction within 10.

UNIT 3 103

Common Core Standards (Continued)Number & Operations in Base Ten Inline Summary Form

A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.,

by using objects or drawings, and record each composition or decomposition by a drawing

or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones

and one, two, three, four, fi ve, six, seven, eight, or nine ones.

Understand numbers

11-19 are ten ones

plus more ones.

Measurement & Data Inline Summary Form

A.1 Describe measurable attributes of objects, such as length or weight.

Describe several measurable attributes of a single object.

Describe measurable

attributes of objects.

A.2 Directly compare two objects with a measurable attribute in common, to see which object

has “more of”/“less of” the attribute, and describe the diff erence. For example, directly

compare the heights of two children and describe one child as taller/shorter.

Compare two objects

with a common

measurable attribute.

B.3 Classify objects into given categories; count the numbers of objects in each category and

sort the categories by count.

Classify, count, and

sort objects.

Geometry Inline Summary Form

A.1 Describe objects in the environment using names of shapes, and describe the relative positions

of these objects using terms such as above, below, beside, in front of, behind, and next to.

Describe objects

using shapes and

relative positions.

A.2 Correctly name shapes regardless of their orientations or overall size. Correctly name shapes.

B.5 Model shapes in the world by building shapes from components

(e.g., sticks and clay balls) and drawing shapes.

Build and/or

draw shapes.

UNIT 3104

UNIT 3

5WEEK Week 5 Summary

The children will be introduced to math equations, one-to-one correspondence, and the

numerals 0, 9 and 10. They will review patterns and use their skills to create patterns of

their own. The children will also:

• Become familiar with the time concepts of yesterday, today, and tomorrow

• Practice skip counting by fi ves and tens

• Solve story problems

• View the calendar as a graph that organizes information

PreparationDAY 1

Optional: Prepare Yesterday and Tomorrow word cards to place above the corresponding

days on the classroom calendar. Place a star above “today.” The children will reposition the

word cards each day.

DAY 2

You will need three connect cubes, seven crayons, and fi ve books as props for today’s

Magic Math Moment.

DAY 3

The children will need to have their math bags available.

If you have projection capabilities, project Backpack Bear’s Math Workbook #1

page 15 as a guide.

DAY 4

If you have projection capabilities, duplicate Backpack Bear’s Math Workbook #1

page 16 to project as a guide.

UNIT 3 105

UNIT 3

WEEK 5DAY 5

Activity Center 1 — Navigate classroom computers to Starfall.com.

Activity Center 2 — The children will use Number Activity Mats 6-9 and

enough play dough for each of them to form these numbers.

Activity Center 3 — The children will complete the dot-to-dot on page 17

of Backpack Bear’s Math Workbook #1.

Activity Center 4 — Prepare materials for this week’s Teacher’s Choice Activity.

Summative Assessment — You will use a set of Number Activity Mats 1-9. The

children will need math mats, paper, pencils, and crayons. They will use their

math mats to defi ne their working space in several learning center activities.

Prepare a copy of the Summative Assessment Checklist for Unit 3 – Week 5

(Writing Numbers).

Summative Assessment

Unit 3 - Week 5

UNIT 3106

UNIT 3

5WEEK

DAY 1 DAY 2

Daily Routines

• Calendar • Place Value

• Weather • Hundreds Chart

• Number Line • “How Many Days Have We Been In School?”

• Day 1 Add Yesterday, Today, Tomorrow and Skip Counting by Tens

• Day 2 Add Skip Counting by Fives

Magic Math Moment

Introduce Vertically and

Horizontally (preview for

writing equations)

Story Problems

(Addition and Subtraction)

Math Concepts

One-to-one correspondence

Introduce

The number nine

Counting backward

Dramatize/solve simple story

problems

Count backward to zero

Introduce

Positive numbers, negative

numbers, and the meaning

of zero

Formative /Summative Assessment

The number nine The number zero

Workbooks & Media

Starfall.com, Numbers: “9”

Workbook page 13

Starfall.com, Numbers: “Rockets”

and “Zero”

Math Melodies CD, Track 9,

“Five Little Speckled Frogs” and

Track 30, “Three Crows”

Workbook page 14

9 0

UNIT 3 107

UNIT 3

WEEK 5

DAY 3 DAY 4 DAY 5• Calendar • Place Value


• Number Line • “How Many Days Have We Been In School?”

Place value: bundles of ten Review 10 Starfall.com:

• Monthly Calendar

• Numbers: “Zero”

• Math Songs: “The Zero Song”

Number Activity Mats

Dot-to-Dot

Teacher’s Choice

Summative Assessment:

Number recognition, writing

numerals zero through nine

Workbook page 17

Introduce

The number ten

Creating sets of ten

(place value)

Review AB patterns

Introduce

The AABB and ABC patterns

The number ten

One-to-one correspondence

Create ABC patterns

“One, Two, Tie

My Shoe”

Starfall.com, Numbers: “10”

Workbook page 15

“This Old Man”

Starfall.com, Geometry &

Measurement: “Patterns”

Workbook page 16

Learning Centers

1

2

3

4

5

10

UNIT 3

WEEK 5DAY

1

108

Daily Routines Calendar

• A volunteer tells the name of the month.

• The children name the days of the week.

• The calendar helper turns the next number.

Weather

• Review yesterday’s weather.

• The meteorologist goes to the window to look outside, predicts the

weather, and places a tally mark under his or her prediction.

• Add a tally mark next to today’s weather on the Weather Graph.

Number Line

NEW Say: Let’s see if we can use the number line today to skip count by

tens. Skip counting by tens means that when we count we will skip

numbers until we reach ten more. Demonstrate by pointing to 0, 10, 20, etc.

on the Number Line.

Indicate zero on the Number Line. Say:

Let’s skip count by tens. Start at zero and

count by tens to the last numeral revealed.

Sing “How Many Days Have We Been In School?”

A volunteer identifi es the name of the

number last revealed on the Classroom

Number Line. Say: Today we will add one

more number. Raise your hand if you know what (today’s number) plus one

more is. The number helper chooses a volunteer to answer.

Remove the sticky note to reveal the next number.

Place Value

• Review the number of bundles and sticks in the Tens and Ones containers.

• Add one stick to represent today, and place it in the Ones container.

• Write the numeral that represents the number of days the children have

been in school on the board.

• Every tenth day the children bundle the ten sticks that are in the Ones

container and place the bundle in the Tens container.

Counting & Cardinality

A.2 - Count forward

from a given number.

B.4 - Understand the



B.4a - Say number

names in order,

pairing each object

with one number.

B.4b - The last number


number of objects.

B.4c - Each successive

number refers to

one more.

How Many Days Have

We Been In School?

(Tune: “Here We Go Round

the Mulberry Bush”)

How many days have we been in school,

been in school, been in school?

How many days have we been in

school, who can tell me please?

U W D 3 5 1

UNIT 3 109

Hundreds Chart

• The number helper turns the next number on the chart.

• Ask: The hundreds chart shows we have been in school how many days?

Magic Math MomentVertically and HorizontallyChoose a volunteer to come to the front of the

classroom. Say: Let’s learn two new vocabulary words today. (Child’s name)

is standing vertically. Say, vertically. Vertically means up and down.

Now, everyone stand up vertically.

Choose a diff erent volunteer to come forward. Say: (Child’s name), lie down

on the rug (or fl oor) horizontally. Say, horizontally. You can remember

what horizontally means by thinking about lying in your bed. Everyone

lie down horizontally on the fl oor.

Backpack Bear whispers that he would like to play a game. Say: Backpack

Bear will whisper a direction. Ready? Backpack Bear says stand up

vertically. (The children do this.) Good! Backpack Bear says lie down

horizontally. Repeat several times.

Introduce the Number Nine

Write the numeral 9 on the board. Say: This is the

numeral 9. The numeral 9 stands for nine.

Indicate and count nine classroom objects to demonstrate nine.

Introduce One-to-One Correspondence

Choose nine children to stand in the front of the classroom. Ask: How many

crayons do we need in order to give one to each of these children?

If the response is incorrect, a volunteer counts out the number of crayons and

attempts to distribute one crayon to each of the nine children. Lead the children to

understand why the response was incorrect (either there are not enough crayons

or there are too many). Continue until the correct response is given.

Materials Backpack Bear

One-to-One Correspondence and the Number Nine

Materials Starfall.com: Numbers, “9”

Backpack Bear’s Math

Workbook #1, page 13


Big Book, page 26

Whiteboard, marker

Pencils, crayons


A.3 - Write numbers

from 0 to 20.




CC.3 - Count backward


Geometry

A.1 - Describe objects

using shapes and

relative positions.

1

2

U W D3 5 1

UNIT 3110

Explain: This is called one-to-one correspondence because we matched one

crayon to one child. There are nine children and nine crayons.

• Are there any crayons left over?

• Does every child have a crayon?

The children count backward from nine as the volunteers return to their seats.

Find Nines

Indicate Backpack Bear’s Math Big Book, page 26. Ask: Can you fi nd some pictures

on this page that show nine? (The children do this.)

Ask: Where else can you see the number 9 or nine of

something? (nine is the last digit in the ones container,

nine crayons, 8 + 1 = 9, nine children, etc.)

Project and play Starfall.com, Numbers: “9.”

Ask: Did you see any other examples of nine?

Formative AssessmentBackpack Bear’s Math Workbook, page 13

Distribute Backpack Bear’s Math Workbook #1 and instruct the children to turn to

page 13. Complete the page together as with previous workbook pages.

3

UNIT 3

WEEK 5DAY

2

111





Weather


• The meteorologist goes to the window to look outside, predicts the weather, and places a tally mark under his or her prediction.


Number Line

Ask: Who remembers how we used the number line to count yesterday? (Volunteers respond.) Right, we skip counted by tens. Today we will skip count again, but this time we will skip count by fi ves. Choose fi fteen children to stand side-by-side in the front of the classroom. Demonstrate skip counting by touching the head of every fi fth child.

Indicate negative fi ve on the number line. Say: Let’s skip count by fi ves. I will point to the numeral and you say its name with me. Then I will skip four numerals and say the fi fth one. Start at negative fi ve and continue until you reach the last revealed numeral.

Sing “How Many Days Have We Been In School?”

A volunteer identifi es the name of the number last revealed on the Classroom Number Line. Say: Today we will add one more number. Raise your hand if you know what (today’s number) plus one more is. The number helper chooses a volunteer to answer. Remove the sticky note to reveal the next number.

Place Value



• Write the numeral that represents the number of days the children have been in school on the board.

• Every tenth day the children bundle the ten sticks that are in the Ones container and place the bundle in the Tens container.


A.2 - Count forward





B.4a - Say number

names in order,

pairing each object

with one number.



number of objects.


number refers to

one more.

How Many Days Have

We Been In School?





How many days have we been in

school, who can tell me please?

U W D3 5 2

UNIT 3112

Hundreds Chart

• Say: Today we will turn the next number. The number helper does this.


Magic Math MomentStory ProblemsSay: Listen to these story problems and see if you

can tell the answers. Choose children to dramatize

each of the problems.

• One day (child’s name) went for a walk. Two friends joined him (or her).

How many children went for a walk altogether?

• Here’s another one. (Child’s name) went to the store and bought six

crayons. (A second child’s name) went to the store and bought one

more crayon. How many crayons did (both children’s names) buy

altogether?

• This is the last one. (Child’s name) has fi ve books. If he (or she) gives fi ve

books to a friend, how many books will (child’s name) have left?

Introduce Positive and Negative Numbers

Indicate the Classroom Number Line. Say: We have

negative numbers here. Point to the numerals -5

through -1.

Indicate the numerals to the right of zero and say:

The numbers on this side of zero are positive numbers. The number line

doesn’t ever really end. All numbers to the left of zero (indicate) are negative

and all numbers to the right of zero (indicate) are positive, and they go on

forever in both directions!

Ask: What number is right in the middle of the positive and negative

numbers? (Volunteers respond.) Right, zero is right in the middle of the

positive and negative numbers. Is zero negative or positive? Backpack Bear

whispers the answer to you. Say: Right, Backpack Bear! Zero isn’t negative or

positive.

Materials 2 connect cubes

7 crayons

5 books

The Number ZeroMaterials

Math Melodies CD Tracks 9 and 30



Starfall.com: Numbers,

“Rocket” and “Zero”

Pencils, crayons

Backpack Bear


A.2 - Count forward


CC.3 - Count backward


CC.5 - Identify

ordinal numbers.

Operations &

Algebraic Thinking

A.2 - Solve word

problems with addition

and subtraction

within 10.

Number & Operations

In Base Ten

A.1 - Understand

numbers 11-19 are ten

ones plus more ones.

1

U W D 3 5 2

UNIT 3 113

Introduce the Meaning of Zero

Play Math Melodies CD Track 30, “Three Crows” and

instruct the children to listen carefully. Ask: If all the

crows fl ew away, how many were left? Right, zero!

Hold up zero fi ngers. (The children do this.)

Yes, since zero means none, you didn’t hold up

any fi ngers!

Project and view Starfall.com, Numbers: “Rocket” and “Zero.”

Count Backward to Zero

Select fi ve children to sit side-by-side in fi ve chairs

across the front of the classroom. Say: Let’s pretend

you are fi ve little speckled frogs. Explain the meaning of speckled if necessary.

Number the children from one to fi ve. Tell the fi rst child: You are the fi rst frog.

Tell the second child: You are the second frog. Continue until all fi ve children

are numbered.

Say: Let’s sing “Five Little Speckled Frogs.” Each time we sing that the

speckled frog falls into the pond, you fall to the fl oor. Ready?

Play Math Melodies CD Track 9, “Five Little Speckled Frogs” and encourage the

children to sing along.

Ask: How many speckled frogs are left sitting in the chairs? (zero or none)

Right, there are none left. What numeral can we use to show there are no

frogs left? Yes, zero!

Formative AssessmentBackpack Bear’s Math

Workbook, Page 14

Distribute Backpack Bear’s Math

Workbook #1 and instruct the children

to turn to page 14. Explain the directions

for the top half of the page and observe

as the children complete it.

Assist as needed.

When the children have fi nished, direct

their attention to the “My number 0” box.

Ask: What should you draw in the

number 0 box? (Volunteers respond.)

Right, since zero is nothing, you

should draw nothing in the box!

Three Crows

Three crows there were once

Who sat on a stone

Fa la, la la, la la!

But two fl ew away

And then there was one


The other crow felt so timid, alone


That he fl ew away

and then there were none


2

3

“Five Little Speckled Frogs”

Five little speckled frogs

Sat on a speckled log

Eating some most delicious bugs (yum yum)

One jumped into the pool

Where it was nice and cool

Then there were four green speckled frogs (glub glub)

Four little speckled frogs…

Three little speckled frogs…

Two little speckled frogs…

One little speckled frog

Sat on a speckled log

Eating some most delicious bugs (yum yum)

One jumped into the pool

Where it was nice and cool

Then there were no green speckled frogs (glub glub)

UNIT 3

WEEK 5DAY

3

114





Weather





Number Line

• Point to and count the days on the number line

by ones, fi ves, or tens.

• Sing “How Many Days Have We Been In School?”

• Remove the sticky note to reveal the next number.

Place Value







Hundreds Chart




A.2 - Count forward





B.4a - Say number

names in order,

pairing each object

with one number.



number of objects.


number refers to

one more.

How Many Days Have

We Been In School?



How many days have we

been in school, been in

school, been in school?

How many days have we

been in school,

who can tell me please?

U W D 3 5 3

UNIT 3 115

Magic Math MomentNumber BundlesReview the place value containers. Ask:

• How many bundles of ten are there?

• How many sticks are in each bundle?

Explain: Right, there are ten sticks in each bundle. If there are (number of

bundles) bundles of ten, we can count by tens to know how many sticks

there are in all of the bundles.

Indicate the bundles. Say: If there are two bundles, we can count 10, 20,

and we know there are 20 sticks. It’s much faster to count by tens than

to take the bundles apart and count each stick! What if there were three

bundles? We would count 10, 20, 30 and we would know there were

30 sticks. Let’s count by tens starting at zero.

Introduce the Number Ten

Indicate Starfall’s Selected Nursery Rhymes (page 30).

Read the rhyme “One Two Tie My Shoe” and encourage the children to join you.

Ask: What was the last number we just said? Right, ten!

Write the numeral 10 on the board. Say: This is the numeral 10. The numeral

10 represents one set of ten and zero ones. That is why we bundle the sticks

when we have ten of them.

Indicate a bundle of sticks. Say: If we know the bundles each have ten sticks, we

don’t have to count each stick because we already know there are ten.

Continue: Raise your hand if you can fi nd the Number Wall Card that

represents 10. What do you notice about the Wall Card? (It has one row of ten

and no extra cubes.)

Materials Place value containers

The Number TenMaterials

Math bags

Pencils, crayons

Starfall’s Selected Nursery

Rhymes, page 30



Starfall.com: Numbers,”10”


A.1 - Count to 100 by

ones and by tens.

A.2 - Count forward


A.3 - Write numbers

from 0 to 20.




B.4a - Say number

names in order,

pairing each object

with one number.



number of objects.


number refers to

one more.

Essential Question: How can we use a numeral

to show how many objects there are?

1

U W D3 5 3

UNIT 3116

Formative AssessmentBackpack Bear’s Math Workbook, page 15

Instruct the children to remove the connect cubes from

their math bags. Say: Place the individual connect

cubes in front of you. The children do this.

Continue: Now, connect your cubes together to make

a set of ten. When you are fi nished, ask your neighbor

to count your cubes to be sure you have ten.

The children count the cubes of a child next to them.

Project Starfall.com, Numbers: “10” or gather around a classroom computer.

The children watch, carefully looking for examples of ten.

Distribute Backpack Bear’s Math Workbook #1 to each child. Say: Turn to page 15.

How is this page diff erent from the 0-9 pages? Volunteers compare and

contrast the Number 10 page to the others. If possible, duplicate page 15

and project it for use as a guide.

Direct the children’s attention to the number line at the top of the page. The

children count together from zero to twenty then circle the numeral 10.

Ask: Where do you see a set of ten and no ones on this page? What does this

remind you of? (Wall Card) Color the set of ten squares. The children do this.

Say: Look at the boxes with all the numbers. Put your fi nger on the fi rst box.

I see the number 100. Put an X on 100 because it isn’t 10. Continue with

the remaining numerals, coloring the squares with tens and placing an X

on the others.

Say: Now, trace over the numeral 10, and the write your own 10.

Continue: 10 plus how many more equals 10? (0) Right, zero! The children

complete the equation.

Discuss the numbers that come before and after 10. The children trace the 9 and 11.

Say: Look at the ten-frame. How many sections should you color to equal

ten? The children color the sections of the ten-frame.

This activity is used to determine whether the children understand one-to-one correspondence and how to form a set of ten. When the activity has been completed, direct the children to put the connect cubes and their math bags away.

UNIT 3

WEEK 5DAY

4

117

Daily RoutinesCalendar




Weather





Number Line

• Point to and count the days on the number

line by ones, fi ves, or tens.

• Sing “How Many Days Have We Been

In School?”

• Remove the sticky note to reveal the

next number.

Place Value







Hundreds Chart


• Ask: The hundreds chart shows we have been in school

how many days?


A.2 - Count forward





B.4a - Say number

names in order,

pairing each object

with one number.



number of objects.


number refers to

one more.

How Many Days Have

We Been In School?






who can tell me please?

There will be no further changes to the Daily Routines in this Unit. For the remaining days, refer to this page for Routine instructions if needed.

U W D3 5 4

UNIT 3118

Magic Math MomentReview TenIndicate Starfall’s Selected Nursery Rhymes pages 42 and

43, “This Old Man.” Discuss the illustrations with the

children before reading the rhyme.

Play Math Melodies CD, Track 29 and encourage the

children to sing along and create motions to accompany the song. Read (or sing)

the rhyme a third time and the children perform motions to accompany it.

Review Patterns

Say: Today let’s review patterns. Who remembers

what a pattern is? (Volunteers respond.) Right, a

pattern is something that repeats.

Ask: Who remembers when we created AB patterns, like boy/girl, boy/girl?

Raise your hand if you can think of another AB pattern.

Continue: We learned about another type of pattern. See if you can

remember. I will start the pattern and you join in. Ready? Perform this pattern

without saying the words: clap, clap, wiggle, wiggle. Repeat it a second time and

the children join you.

AABB Patterns

Say: Let’s try another one. Use this pattern: stomp, stomp, jump, jump.

Repeat the pattern and the children join you.

Explain: These are called AABB patterns. Why do you think they are called

AABB patterns? Lead the children to understand that there are two movements:

A is repeated two times and then B is repeated two times.

The children partner and create AABB patterns. Volunteers share their patterns.

They tell the rule and the class joins in.

Project Starfall.com, Geometry & Measurement: “Patterns.” Say: Look at the

diff erent kinds of patterns. Who can fi nd the AABB pattern?

Say: An AABB pattern has two of one thing and then two of another thing.

Let’s do the AABB pattern maze. Volunteers assist to complete the maze.

Materials Starfall’s Selected

Nursery Rhymes,

pages 42 and 43

Math Melodies

CD, Track 29

Pattern ReviewMaterials



Starfall.com: Geometry &

Measurement, “Patterns”

Pencils, crayons






number refers to

one more.

Operations &

Algebraic Thinking

OA.1 - Identify, describe,

or extend simple

patterns.

1

2

U W D 3 5 4

UNIT 3 119

Making Patterns


page 16. If possible, duplicate the page and project it as a guide.

Indicate and read: Making Patterns. I can make a (say blank) pattern.

Say: Let’s make an ABC pattern. Write a capital A, capital B, and capital C

in the blank. Demonstrate how to write the letters.

Say: We will use our red, blue, and yellow crayons. A will be red, B will be

blue, and C will be yellow. What color should we start with? (Volunteers

respond.) Right, red for A. Color the fi rst square red.

Ask: What is next in the pattern? (B) Yes, B. Color the next square blue.

Ask: What is next? (C) Yes, C. Color the third square yellow.

Formative AssessmentBackpack Bear’s Math Workbook, Page 16

Say: Now you are ready to fi nish the ABC pattern. If you need help, check

with your neighbor or raise your hand. The children complete the top section

of the workbook page.

Say: Let’s read the next sentence, I can make an (blank) pattern. Let’s make

an AABB pattern using red and blue crayons. Write AABB in the blank.

Demonstrate writing the letters.

Ask: What color should the fi rst box be? (red) Yes, it should be red for A. What

color should the next box be? (also red) Good, the next box should also be

red for another A. Color the fi rst two boxes red.

Say: We just did the AA part of the pattern. What’s next? (BB) Yes, BB is next,

so what color should we use for the next box? (blue) Right, blue. Color your

next box blue. What color will the next box be? (also blue) Right, it is another

B so color the next box blue too.

Say: Now we have the pattern set up: red, red, blue, blue. Continue to color

the boxes using the AABB pattern.

As you monitor the children, informally assess their understanding of patterns.

3

UNIT 3

WEEK 5DAY

5

120

Learning CentersComputer

The children explore:

• Monthly calendar

• Numbers: “Zero”

• Math Songs: “The Zero Song”

Number Activity Mats

Each child selects a Number Activity Mat. The children

roll play dough into a “snake” and form the number on

their activity mats. They then form small balls to cover

the corresponding number of sections on the ten-frame.

The children remove the play dough and exchange Number Activity Mats with

each other. They repeat as time allows.

Dot-to-Dot

The children complete Backpack Bear’s Math Workbook #1,

page 17. The use pencils to connect the dots from 1

through 10. They trace the pencil line with a dark

crayon and color the picture.


A.2 - Count forward


A.3 - Write numbers

from 0 to 20.




Operations &

Algebraic Thinking


or extend simple

patterns.

Geometry

A.2 - Correctly

name shapes.

1 Materials Computers navigated

to Starfall.com

2 Materials Number Activity

Mats 6–9

Play dough

Materials Backpack Bear’s Math


Pencils, crayons

3

U W D 3 5 5

U W D 3 5 5

UNIT 3 121

Teacher’s Choice

Prepare an activity that will provide the children with an opportunity to

practice a skill from this unit.


Indicate the Number Card 1. Ask: Who knows what

numeral this is? A volunteer answers and places

the Number Card in the top row of a pocket chart.

Continue with the remaining Number Cards in

random order.

Distribute a sheet of paper and a pencil or crayons to

each child. Say: Listen to the number I say and then

write it on your paper. You may use the Number

Cards or your math mat to help you remember

how to write the numbers.

Name each number in random order, pausing for the children

to write them. Record mastery on the Summative Assessment

Checklist for Unit 3, Week 5, or collect the papers to record

at a later time. The children turn their papers over, choose

a number, write it, and use crayons to turn the number

into an object.

4

Materials Summative

Assessment Checklist

(Unit 3, Week 5

Writing Numbers)

Number Cards: 0-9

Paper, pencils, crayons

Pocket chart

Math mats

5

It is common for kindergarten-aged children to write numerals backwards. It is not a cause for concern at this time.

UNIT 3122

UNIT 3

6WEEK Week 6 Summary

The children will be introduced to measurement, the concepts of taller and shorter, and

polygons. They will learn how ordinal numbers are used and how to sort by attributes.

The children will also:

• Further develop graph interpretation skills through the Calendar Routine

• Practice identifying numbers that are one less and one more

• Measure using a nonstandard measuring tool

• Compare lengths of objects

PreparationDAY 1

Have a classroom measurement chart located where it is easy for the children to see.

Prepare a name card for each child, and have reusable adhesive available to attach the

name cards to the wall next to the measurement chart.

DAY 2

Navigate a classroom computer with projection capabilities to Starfall.com, Math Songs:

“Five Little Farmers.”

You will use Number Cards 1 through 10 for today’s Magic Math Moment. Place the

Number Cards in a bag or basket for today’s lesson.

DAY 3

You will need ten small stick pretzels for each child, and Shape Cards: triangle, circle, square,

rectangle, rhombus, ellipse, pentagon, hexagon, octagon, and trapezoid.

DAY 4

The children will use individual whiteboards and markers in today’s

Magic Math Moment.

You will need one set of Shape Cards for display and enough other sets

to provide one Shape Card for each child.

Gather three containers of like objects (books, connect cubes, toy cars, blocks, etc.)

for sorting.

UNIT 3 123

UNIT 3

WEEK 6DAY 5

Activity Center 1 — Navigate classroom computers to Starfall.com.

Activity Center 2 — Provide math mats and a tub(s) of various objects such as blocks,

buttons, chips, toy cars, magnets etc. for sorting.

Activity Center 3 — Duplicate Backpack Bear’s Math Workbook #1, page 20 and color the key

for the children to reference in completing the workbook page.

Activity Center 4 — Prepare materials for this week’s Teacher’s Choice Activity.

Summative Assessment — Prepare a copy of the Summative Assessment Checklist for Unit

3 – Week 6 (Measurement). Gather a classroom object for each child to measure (e.g., a

book, a marker, a paintbrush, or a pencil) and have several paper clips or connect cubes

available for each child to use as nonstandard measuring tools.


Unit 3 - Week 6

UNIT 3124

UNIT 3

6WEEK

DAY 1 DAY 2

Daily Routines

• Calendar • Place Value


• Number Line

Magic Math Moment

Writing equations vertically and

horizontally

Recognize the number that is

one less

Math Concepts

Meaning of equations

Review vertically and

horizontally

Introduce

Measurement (height)

and Baseline

Taller/shorter

Introduce

Ordinal Numbers (fi rst

through fi fth)

Positioning (fi rst through

tenth)

Formative /Summative Assessment

Taller/shorter Ordinal numbers

Workbooks & Media

Workbook page 18 Starfall.com, Math Songs: “Five

Little Farmers”

Workbook page 19

UNIT 3 125

UNIT 3

WEEK 6

DAY 3 DAY 4 DAY 5• Calendar • Place Value


• Number Line

One less (subtraction preview) One more (addition preview) Starfall.com:

• Monthly Calendar

• Numbers: 0-10

• Geometry & Measurement:

“Polygons” and “Button Sort”

Sorting

Color by Number

Teacher’s Choice


Measurement (length)

Workbook page 20

Review and discriminate

polygons (triangle, rectangle,

rhombus, ellipse, hexagon,

octagon, trapezoid)

Introduce

Attributes and sorting

Create polygons Sort shapes by attributes

Math Melodies CD Track 6,

“Five Little Chickadees”

1

Learning Centers

2

3

4

5

UNIT 3

WEEK 6DAY

1

126

Magic Math MomentEquationsSay: Raise your hand if you would like to be

a mathematician today. (The children do this.) What do you think

mathematicians do? Right, mathematicians work with numbers.

Write 2+2 = _____ on the whiteboard and read: 2 + 2 = what? Put your

hands on your head if you know the answer. The children do this and a

volunteer responds.

Say: 2 + 2 = 4 is an equation. Say, equation. (The children repeat, equation.)

An equation is a number sentence. Whatever is on one side of the equal

sign (indicate 2+2) is equal to what is on the other side of the equal sign

(indicate 4). 2+2 is the same as 4.

Continue: This equation is written horizontally. Say, horizontally.

(The children repeat, horizontally.) Now watch! I will write the same

equation vertically. Who remembers what vertically means?

Write the equation vertically. Say: Both of these equations are the same. It

doesn’t matter if an equation is written horizontally or vertically,

the equation doesn’t change.

Introduce Measurement

Gather the children around the classroom measuring chart. Say: A measuring

chart records how tall you are. How tall you are is called your height.

Choose two children of the same height to stand at the front of the classroom. Ask:

Are both of these children the same height?

Instruct one of these children to stand on a chair or a thick book. Ask:

• Now are they the same height?

• Did one child grow taller?

• Why is one child taller than the other now?


A.2 - Count forward





Measurement & Data

A.1 - Describe

measurable attributes

of objects.

Operations &

Algebraic Thinking

A.1 - Represent addition

and subtraction in

a variety of ways.

Materials None

MeasurementMaterials

Classroom measuring chart



Prepared name cards

Reusable adhesive

Pencils

Essential Question: How can we use measurement

to describe and compare objects?

1

U W D 3 6 1

UNIT 3 127

Introduce Baseline

Say: When you measure an object, you must start at a baseline. Point out how

the children are not being measured from the same baseline.

Say: The baseline for measuring these children could either be the fl oor or

the chair, but both children must be measured from the same baseline.

Instruct the child on the chair (or book) to step down. Ask:

• Now, are both children on the same baseline?

• Are they children the same height now?

Measurement Chart

Measure each child and add their name cards to the wall. Be sure to include

yourself and Backpack Bear.

Compare and contrast the results.



page 18. Discuss the three sections. Say:

• Look for something in the classroom that is taller than you are,

and draw a picture of it in the middle box.

• Find something that is shorter than you are, and draw a picture of it

in the last box.

The children gather together to share their results.

2

3

UNIT 3

WEEK 6DAY

2

128

Magic Math MomentLess ThanChoose ten volunteers to each hold a Number Card and

stand in order side-by-side at the front of the classroom.

Say: I will say a number. Raise your hand if you can point to the number

that is one less than the number I say. Ready? Four.

Assist a volunteer to indicate the Number Card 3. Continue: Right, 3 is one

less than 4. The volunteer takes the place of the child holding the Number

Card. Repeat with several other numbers.

Introduce Ordinal Numbers

Say: Today we will learn about special kinds of

numbers called ordinal numbers. Ordinal numbers tell the position or order

of people, objects, and events. For example, in a race with three people:

• Someone fi nishes fi rst.

• Someone fi nishes second.

• Someone fi nishes third.

”Five Little Farmers”

Project Starfall.com, Math Songs: “Five Little Farmers,” or gather the children around

a classroom computer. Say: Listen for ordinal numbers in the song.

Play the song again using the Math Melodies CD, Track 7.

Say: Let’s play the song again. This time listen for what each little farmer did.

Discuss the actions of the fi ve farmers. Instruct the children to mimic the actions.

• The fi rst farmer milked the cow.

• The second farmer plowed.

• The third farmer fed the hens.

• The fourth farmer mended broken pens.

• The fi fth farmer took vegetables to town.

Ask: What did the fi rst farmer do? Volunteers respond. Choose a volunteer to

represent the fi rst farmer. Continue until all fi ve farmers are standing side-by-side.

Play the song again and the children add actions.


CC.2 - Supply missing

number in a sequence.

CC.5 - Identify

ordinal numbers.

Materials Number Cards 1-10

Ordinal NumbersMaterials

Math Melodies CD Track 7

Starfall.com: Math Songs,

“Five Little Farmers”



Number Cards: 1 -10 in

a bag or basket

Backpack Bear

Essential Question: What would happen

if we didn’t have ordinal numbers?

1

2

U W D 3 6 2

UNIT 3 129

Choose a diff erent set of fi ve children to come to the front of the classroom.

Tap each child’s head as you count fi rst, second, third, fourth, and fi fth.

Ask: Which child is third? Which child is fi fth? Repeat with each position.

Put Backpack Bear in Position

Place 10 chairs in a row one behind the other. Say: I will place Backpack Bear in the

fi rst chair. (Do this.) Ask: Who can move him to the fi fth chair? (A volunteer does

this.) Continue until you have named each position.



page 19. If you have projection capabilities, project the page as a guide.

Read the directions above each row of pictures one section at a time,

and the children color the appropriate objects. Check for understanding

as the children complete the workbook page.

3

UNIT 3

WEEK 6DAY

3

130

Magic Math MomentOne LessInstruct the children to listen as you play the Math

Melodies CD Track 6, “Five Little Chickadees.”

Ask: What did you notice about the number of

chickadees each time one fl ew away? (Volunteers

respond.) Right, each time a chickadee fl ew away the

number was one less. First there were 5 chickadees

then 1 fl ew away. How many were left? Right, four.

Continue: Listen to the song again. This time hold up

fi ve fi ngers and put one down each time a chickadee

fl ies away. Assist the children as necessary.

Introduce Polygons

Display the following Shape Cards in a pocket chart:

triangle, circle, square, rectangle, rhombus, ellipse,

pentagon, hexagon, and octagon.

Say: Today we will learn about a special group of shapes called polygons.

A polygon is any shape that has three or more straight lines that are

connected. Say, polygon.




Geometry

A.2 - Correctly

name shapes.

B.5 - Build and/or

draw shapes.

Materials Math Melodies

CD Track 6

“Five Little Chickadees”

Five little chickadees

Pecking at the door

One fl ew away and

Then there were four

Four little chickadees

Sitting in a tree

One fl ew away and

Then there were three

Three little chickadees

Looking at you

One fl ew away and

Then there were two

Two little chickadees

Sitting in the sun

One fl ew away and

Then there was one

One little chickadee

Left all alone

He fl ew away and

Then there were none

PolygonsMaterials

Shape Cards: triangle, circle,

square, rectangle, rhombus,

ellipse, pentagon, hexagon,

octagon, and trapezoid

Ten small stick pretzels per child

1

U W D 3 6 3

UNIT 3 131

Discriminate Polygons

Say: Remember the rule, a polygon has at least three straight lines that

are connected. Look at these shapes. Who can fi nd a polygon? A volunteer

removes a Shape Card from the pocket chart, identifi es the shape, and explains

why it is a polygon. If a child selects the circle or ellipse, the class may assist in

explaining that these shapes do not follow the polygon rules (at least three

straight lines that are connected). Repeat until only the circle and ellipse remain.

Ask: Why are the circle and ellipse still in the pocket chart? (Volunteers

respond.) Right, they do not have at least three straight lines that are

connected. They have curved lines. Remove the circle and ellipse from the

pocket chart.

Indicate the trapezoid. Say: This is a trapezoid. Say, trapezoid. (The children

repeat, trapezoid.) Is a trapezoid a polygon? Why?

Formative AssessmentCreate Polygons

Distribute ten stick pretzels to each child. Say: Let’s use pretzels to create

polygons! Say the name of a polygon and the children construct it using their

pretzels. Remind the children that the ends of their pretzels must touch.

Repeat for each of the polygons.

2

UNIT 3

WEEK 6DAY

4

132

Magic Math MomentOne MoreDistribute individual whiteboards and markers. Partner

the children and instruct them to sit back-to-back. Say:

I will say a number. You write the number that is one more than the

number I say. When I say “show your answer,” turn and show your answer

to your partner. Ready?

Discuss the number that is one more after partners share their answers.

Introduce Attributes

Divide the children into groups of boys and girls.

Say: Let’s count the children in each group. Do this.

Ask: Why is this one way to divide the class? Discuss.

Continue: One of the ways to divide the class is to separate you into a group

of girls and a group of boys. This is a physical attribute. You are either a

boy or a girl. Attributes are ways to describe people and objects. We use

attributes for sorting. Say, attribute. (The children repeat, attribute.)

Sorting by Attribute

Say: There are many ways to sort people and objects. Indicate three containers

full of objects of varying size. (Example: connect cubes, tiles, toy cars, blocks, books)

Say: These objects are classifi ed into three groups.

Describe the objects in each group. Ask: How are the objects classifi ed or

sorted? Right, all of the books are together, all of the connect cubes are

together, and all of the toy cars are together, so they are classifi ed by the

type of object. What are some other ways the objects could be classifi ed into

categories? Lead the children to understand that the objects could be classifi ed

by color, size, etc.




Measurement & Data

B.3 - Classify, count,

and sort objects.

Geometry

A.2 - Correctly

name shapes.

Materials Individual

whiteboards, markers

Sort By AttributesMaterials

Shape Cards (one set for display

and one card for each child)

Three containers of similar

objects (books, connect

cubes, toy cars, blocks, etc.)

Pocket chart

1

2

U W D 3 6 4

UNIT 3 133

Formative AssessmentDiff erent Ways to Sort

Display one set of Shape Cards across the top row of a pocket chart. Indicate and

identify each shape. Distribute a Shape Card to each child. Say: Keep your shape

a secret!

The children take turns completing the sentence stem “My secret shape is a .

It has sides/curves. It belongs with the (shape name).” The children

place their Shape Cards in the pocket chart under the corresponding shape.

Collect several classroom books that can easily sorted into three categories such as

ABC books, color, animals, etc.

Say: Let’s see how many ways we can think of to classify these books.

What is one way? The children suggest ways of sorting the books (subject matter,

hardcover/soft cover, size, etc.) and volunteers sort them accordingly.

UNIT 3

WEEK 6DAY

5

134

Learning CentersComputer

The children explore:

• Numbers: 0-10

• Geometry & Measurement, “Polygons”

• Geometry & Measurement, “Button Sort”

Sorting Objects

The children partner or work in small groups to discover

diff erent ways to sort tubs of various objects on their

math mats.

Color by Number

The children reference a color key to assist them in

completing Backpack Bear’s Math Workbook #1, page 20.

Teacher’s Choice

Prepare an activity that will provide the children with an opportunity to

practice a skill from this unit.


Distribute the objects and paper clips or connect cubes

to each child. Explain to the children that their job is to

use the paper clips or connect cubes to measure the

objects. Each child does this. The children trade objects

and measure.

Record mastery on the Summative Assessment

Measurement Checklist for Unit 3, Week 6 for children

who measure the objects by placing the paper clips or

connect cubes at the baselines and continue to the other end.


A.2 - Count forward


A.3 - Write numbers

from 0 to 20.




Operations &

Algebraic Thinking


or extend simple

patterns.

Geometry

A.2 - Correctly

name shapes.

1 Materials Computers navigated

to Starfall.com

2 Materials Tub(s) of a variety

of objects (blocks,

buttons, chips, toy

cars, magnets, etc.)

Math mats

Materials Backpack Bear’s Math


Pencils, crayons

3

4

Materials Summative

Assessment Checklist

for Unit 3, Week 6

(Measurement)

One object for each

child (book, marker,

paintbrush, pencil)

Several paper clips

or connect cubes

for each child

5

fun with numbers - starfall education · 100 unit 3 unit 3 summary time frame: 10 days the children...

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